Faculty of Education - Theses
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ItemThe academic achievements of language centre students at a secondary college( 2001)What are the academic achievements of adolescent new-arrival English as a Second Language (ESL) students at secondary schools in Victoria, Australia? Research on Non-English Speaking Background (NESB) students in Australia has tended to neglect new arrival ESL students. To examine the academic achievements of this important subgroup of NESB students, the current study will highlight the academic achievements of a cohort of Victorian Language Centre students at a Secondary College over six years with interruption to schooling in their first language (L1) as the key variable linked to academic achievement in their second language (L2). Victorian Language Centres provide new-arrival ESL students with the English skills they need to start their secondary educations in L2. The current study examined the academic achievement of two groups of Language Centre students, those who completed their Victorian Certificate of Education (VCE) and those who left the Secondary College prior to completing VCE. Their academic results were summarised into spreadsheets for quantitative analysis. Subsequent to the quantitative analysis interviews were conducted with four ESL students from the Language Centre currently completing their VCE studies to provide further insight into the factors that enabled them to do their VCE. Results indicate that the academic achievements of this cohort of ESL Language Centre students are poor and that interruption to education in Ll had a major impact on the students' ability to achieve academically at the Secondary College. The study suggests that L1 education is the key variable influencing the student's ability to acquire the academic language skills necessary to meet the academic demands of secondary education, particularly the VCE. Other factors such as support for learning and strong motivation were found to help students overcome difficulties encountered in their secondary education. However, students who were unable to overcome these difficulties left the College prior to completing VCE. It was concluded that the majority of Language Centre students faced uncertain economic futures once they left the Secondary College. The results of the study suggest that Language Centre students need more support and assistance to enable them to complete VCE or to access educational alternatives to the VCE. This study also suggests that more research into the effect of L1 education on L2 education be conducted as this was found to be the key variable in the students' ability to acquire the academic language skills necessary to meet the academic demands of VCE.
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ItemApplications of item response theory to identify and correct for suspect rater data( 2006)This thesis describes a plausible values imputation approach for deriving population estimates on several language proficiency domains. The approach harnessed a multi-dimensional item response analysis combining student responses, rater judgements and student background variables. The target student population was lower grade primary school students enrolled in the Hong Kong schooling system. The raters consisted of local teachers of English employed within the sampled target schools. The primary objective of this research was to impute plausible values where no data was provided or where rater data was deemed suspect. By necessity, a secondary objective of this study was to establish rules for justly excluding particular data on the basis of questionable validity. Surveys such as TIMSS, PISA and NAEP have used such "plausible value" methodologies to account for incomplete test designs and person non-response (Beaton & Johnson, 1990; Yamamoto & Kulick, 2000; Adams & Wu, 2002). The point of difference between this study and other similar studies was the use of item response theory (in particular plausible values imputation) to identify and correct for invalid rater judgements in a large-scale educational survey. An additional research outcome included a derived index of rater data quality based upon imputation scores.
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ItemEvaluation of a Cancer/Palliative Nursing Care subject and a comparison of processes and outcomes for traditional classroom and distance education teaching modes of delivery( 2000)This Evaluation is concerned with the educational outcomes of a postgraduate subject, 'Cancer/palliative care nursing 1'. The subject is taught in the classroom as well as by distance education in the print medium and, as well as considering the outcomes for the subject per se, the Evaluation also compares the outcomes for each teaching mode. The questions addressed in the Evaluation are: a) does the delivery of the subject (regardless of the method used) have the outcomes that might be expected of a postgraduate diploma level subject? and b) are students taught by distance education mode disadvantaged by comparison with students who are taught by traditional classroom methods? There is an abundance of literature on distance education, most of which uses, explicitly or implicitly, classroom teaching as a largely unexamined exemplar by which distance education is judged. This thesis critically examines the distance education literature and identifies factors salient to a comparison of these two methods of teaching. The Evaluation method is based on the theory-driven approach advocated by Chen (1990) and incorporates an adaptation of the program logic framework put forward by Funnell (1996). It incorporates two methods of evaluation: the subject's outcomes measured against a prescription; and, a comparison of the distance education outcomes with classroom teaching outcomes. A prescription of how the subject should be delivered and the outcomes that should be expected was developed from stakeholder interviews, informed by a critical review of the distance education literature and the evaluator's knowledge of the discipline. A method of measuring the actual delivery of the subject against the prescription (regardless of the teaching mode) was devised and a minimum acceptable standard of success established. Substantive methods used include both qualitative and quantitative data gathered by questionnaires, interviews, classroom observations and a content analysis of the study guide used by distance education students. The Evaluation findings are that on most, but not all, outcome measures the subject met the set standard of success. One outcome unspecified in the prescription (although implied) was the increased clinical confidence engendered by undertaking this subject. Students taught by the traditional mode gained from classroom interaction although the degree of interactivity was found to depend on the personal qualities of lecturers and students and the structure of teaching sessions. Distance education students were not disadvantaged by this teaching mode and on some measures, such as being able to study at their own pace or the grades they achieved, could be said to be advantaged.
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ItemTIMSS : a question of validity( 2000)The Third International Mathematics and Science Study (TIMSS), the largest comparative study of its kind, was administered to approximately 500,000 students worldwide. In Australia, the results of this study are being used to compare our students and schools to other students and schools around the world. The results may also influence decisions about curriculum reform and allocation of educational funding within Australia. This thesis sets out to investigate the TIMSS test items for Population 2, with the objective of determining the degree of validity of these test items to Australian mathematics teachers and their students. By eliciting feedback from a sample of Australian mathematics teachers, their thoughts on the validity of the TIMSS test items were documented. This was achieved through a mail out questionnaire that included a representative sample of 32 TIMSS test items from population 2. Four review questions were developed to target teacher beliefs as to whether enough content had been taught to Australian students by the time TIMSS was administered, the validity of including such items in the TIMSS study, the usefulness of the TIMSS test items for ascertaining student competence, and student familiarity with the item styles used in TIMSS. The results from the questionnaire were used to establish the overall validity of the TIMSS test items to Australian Mathematics teachers and the students they teach. In total, 154 teachers, representing Government, Catholic and Independent schools, from around Australia replied to the questionnaire. The study found widespread variability in the type and amount of content taught by teachers to their Australian students. Consequently, differences in content validity of the TIMSS study were found to exist across Australia. These differences appeared to be more apparent between states and territories than between school sectors. Respondents also expressed concern about the general appearance and layout of the TIMSS test items. In particular, some of the language used in test items relating to Proportionality, appeared not to be used in Australian classrooms. In addition to this, teachers reported that the TIMSS test items were not particularly useful for ascertaining student competence. This casts doubt over the value of any inferences made from the results of TIMSS. Furthermore, this research found significant variability in student familiarity with the item formats used in the TIMSS study. Overall, students were found to be most familiar with the short answer format and least familiar with extended response and performance assessment formats. This is a particularly important result as the TIMSS designers placed great emphasis on the use of extended response and performance assessment formats.
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ItemCaught in the middle : teachers' perceptions of the usefulness of the Record of oral language when used with ESL students( 2004)In the present educational context, large-scale literacy reform has been hotly debated in the media by various stakeholders while on the other hand the " voice that has been largely absent from these debates has been that of teachers". This study attempts to correct this imbalance by reporting on a study of teachers' perceptions of the usefulness of the ROL as a testing tool for students learning English as a second language. It was designed to offer the researcher, the participants and other stakeholders great insight into the current complexities that teachers face when assessing the oral competence of students learning English as a second language. Teachers were given the opportunity to critically examine their own assumptions, beliefs and practices about oral language learning and assessment and challenge the current use of the ROL in the Children's Literacy Success Strategy (CLaSS) program. A qualitative case study approach was selected to allow the voices of the participants and the researcher to be heard in a familiar setting. Thirty minute semi-structured interviews were conducted separately so that teachers could speak freely thus enabling the researcher to follow individual trains of thought and obtain in-depth responses. The study concluded that the usefulness of the Record of Oral Language as a testing tool for students from language backgrounds other than English was not the central issue. Research findings instead highlighted the difficulties faced by mainstream teachers expected to effectively assess the oral language skills of students for whom English is a second language without effective Professional Development support. The central issue that has emerged in this study is the place of teacher professional knowledge for these teachers of ESL students. Not only are ESL students disadvantaged in the current educational climate but so are the mainstream teachers. Teachers' responses to this study reaffirm the need for Professional Development in ESL pedagogy as a way to effectively support the Oral Language and Literacy Learning of ESL which was valued pre Literacy Advance.
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ItemLaying the foundations for surgical excellence: strategic alignment of questions in program evaluation( 2006)The question of how to prioritise program evaluation questions in the best way is an important issue for evaluation practice. This is because the prioritisation of evaluation questions can determine how resources are allocated to the program evaluation effort. Obviously, if critical questions are not addressed, then the information obtained may not be the most useful in terms of program improvement. In the area of Program Theory Evaluation (PTE), prioritisation of questions, emerging from a program theory, has been highlighted as a need. This thesis used case study methodology to investigate a novel method of prioritising evaluation questions in a program theory evaluation, with the intention of creating a strategically-aligned evaluation plan. The case study concerned the Basic Surgical Training (BST) program of the Royal Australasian College of Surgeon (RACS). The thesis set out first to develop the program theory for the BST program, and to construct a balanced score card (BSC) with respect to education within the RACS. Subsequently, the aim was to develop a strategically aligned evaluation plan for BST using the BSC as a quality framework of reference. Multiple data collection methods were used including document analysis, focus group interviews, and individual interviews. The findings from the data analysis were used as a basis for both the BST program theory and the BSC, termed the "RACS Education Quality Framework". The application of the BSC to the program theory then resulted in an evaluation plan for an aspect of the BST program, which was considered to be a priority by the RACS. The outcomes of this thesis illustrate the utility of this approach in prioritising evaluation questions in program theory evaluation. There are, however, a number of caveats that relate primarily to the commitment needed to develop the BSC and the complex program theory. Despite this, a number of recommendations relating to evaluation within the RACS, evaluation practice in medical education settings, and evaluation practice more widely have been made. Finally, the processes and outcomes described in the thesis provide the basis for further exploration of prioritisation of questions in program theory evaluation, and the concepts explored should have wider applicability to evaluation practice. Further work in other case settings would assist in defining the utility of this approach.
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ItemPreservice teacher education for the preparation of secondary teachers of english as a second language in Australia( 2003)English as a Second Language (ESL) education in Australia has undergone tremendous changes in the last thirty years or so. Along with the changes in policy, the roles of the ESL teacher have also changed, reflecting the changing socio-cultural, economic and political climate of the time. Several new roles that have emerged can be seen as being particular only to this group of teachers. Student-teachers need to be effectively prepared for the roles that they will take on upon completion of their teacher education programs. This study investigates the effectiveness of one preservice ESL teacher education program, particularly from the perspectives of student-teachers, in preparing them for their future roles as ESL teachers. The study reveals the varied opinions that student-teachers have regarding different aspects of their course di study and the factors which influence their perceptions. It also discusses suggestions of improvement made for such a teacher education program, from the perspectives of student-teachers, their course lecturers and a sample of trained ESL teachers.